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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 3 | 1 |
Heroes and Heroines- Kenya
|
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
|
By the end of the
lesson, the learner
should be able to:
Listen to an audio recording. Identify nouns and verbs from the recording. Talk about the importance of correct pronunciation and stress. Appreciate the importance of correct pronunciation. |
In groups, learners to listen to an audio recording.
Individually, learners to identify nouns and verbs from the recording. Learners to talk about the importance of correct pronunciation and stress |
What have you learnt about nouns and verbs?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 135-136
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Heroes and Heroines- Kenya
|
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
|
By the end of the
lesson, the learner
should be able to:
Listen to an audio recording. Identify nouns and verbs from the recording. Talk about the importance of correct pronunciation and stress. Appreciate the importance of correct pronunciation. |
In groups, learners to listen to an audio recording.
Individually, learners to identify nouns and verbs from the recording. Learners to talk about the importance of correct pronunciation and stress |
What have you learnt about nouns and verbs?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 135-136
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Heroes and Heroines- Kenya
|
Reading I; Extensive Reading: Grade Appropriate Fictional Materials
|
By the end of the
lesson, the learner
should be able to:
Define the term fictional. Talk about their favourite storybooks. Appreciate the importance of reading widely |
Learners to define the term fictional
In groups, learners to talk about their favourite storybooks |
What are fictional materials?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 136-137
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Heroes and Heroines- Kenya
|
Reading I; Extensive Reading: Grade Appropriate Fictional Materials
|
By the end of the
lesson, the learner
should be able to:
Read the passage, 'Dedan Kimathi's Early Years' Retell the story of Dedan Kimathi. Select a part and dramatize it in front of the class. Have fun and enjoy dramatizing the story. |
In groups, learners to read the passage, 'Dedan Kimathi's Early Years'
In groups, learners to retell the story of Dedan Kimathi. In groups, learners to select a part and dramatize it in front of the class. |
What true details do you learn about Dedan Kimathi from the passage?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 137-139
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Heroes and Heroines- Kenya
|
Reading I; Extensive Reading: Grade Appropriate Fictional Materials
|
By the end of the
lesson, the learner
should be able to:
Read the passage, 'Dedan Kimathi's Early Years' Retell the story of Dedan Kimathi. Select a part and dramatize it in front of the class. Have fun and enjoy dramatizing the story. |
In groups, learners to read the passage, 'Dedan Kimathi's Early Years'
In groups, learners to retell the story of Dedan Kimathi. In groups, learners to select a part and dramatize it in front of the class. |
What true details do you learn about Dedan Kimathi from the passage?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 137-139
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Heroes and Heroines- Kenya
|
Grammar; Word Classes: Conjunctions and, but, or
|
By the end of the
lesson, the learner
should be able to:
Define conjunctions. Identify uses of conjunctions. Fill in the spaces using conjunctions. Construct sentences using conjunctions. Appreciate the uses of conjunctions. |
Learners are guided define conjunctions.
In groups, learners to identify uses of conjunctions In groups, learners to fill in the spaces using conjunctions. In groups, learners to construct sentences using conjunctions. |
How did Mandela help South Africa to get freedom?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 140-141
Dictionaries Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Heroes and Heroines- Kenya
|
Grammar; Word Classes: Conjunctions and, but, or
|
By the end of the
lesson, the learner
should be able to:
Define conjunctions. Identify uses of conjunctions. Fill in the spaces using conjunctions. Construct sentences using conjunctions. Appreciate the uses of conjunctions. |
Learners are guided define conjunctions.
In groups, learners to identify uses of conjunctions In groups, learners to fill in the spaces using conjunctions. In groups, learners to construct sentences using conjunctions. |
How did Mandela help South Africa to get freedom?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 140-141
Dictionaries Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Music
|
Reading I; Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of note-making. Discuss how useful sub-divisions are in note-making. Talk about why it is important to make notes. Appreciate the importance of note-making. |
In groups, learners are guided to explain the meaning of note-making.
In groups, learners are guided to discuss how useful sub-divisions are in note-making. In groups, learners are guided to talk about why it is important to make notes |
What is note-making?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 60-61
Dictionaries Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Music
|
Reading I; Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
Read the passage, 'We get Paid and Do What We Love Most' Identify and discuss the meaning of the key words in the passage. Appreciate the importance of note-making. |
In groups, learners are guided to read the passage, 'We get Paid and Do What We Love Most'
In groups, learners are guided to identify and discuss the meaning of the key words in the passage. |
What is the importance of note-making?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 153-155
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Music
|
Reading I; Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
Read the passage, 'We get Paid and Do What We Love Most' Identify and discuss the meaning of the key words in the passage. Appreciate the importance of note-making. |
In groups, learners are guided to read the passage, 'We get Paid and Do What We Love Most'
In groups, learners are guided to identify and discuss the meaning of the key words in the passage. |
What is the importance of note-making?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 153-155
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Music
|
Reading I; Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
Read the passage, 'The importance of Music' Make notes on the origin and role of the music. Appreciate the importance of music. |
In pairs, learners to Read the passage, 'The importance of Music'
In pairs, learners to Make notes on the origin and role of the music. |
What is the role music?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156
Dictionaries Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Music
|
Reading I; Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
Read the passage, 'The importance of Music' Make notes on the origin and role of the music. Appreciate the importance of music. |
In pairs, learners to Read the passage, 'The importance of Music'
In pairs, learners to Make notes on the origin and role of the music. |
What is the role music?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156
Dictionaries Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Music
|
Grammar; Word Classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Define determiners. Identify the uses of determiners. Recite the poem, 'The Spice of Life' and identify determiners. Appreciate the uses of determiners. |
In pairs, learners are guided to define determiners
In pairs, learners are guided to identify the uses of determiners. In pairs, learners are guided to recite the poem, 'The Spice of Life' and identify determiners |
What are determiners?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 157
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Music
|
Grammar; Word Classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Define determiners. Identify the uses of determiners. Recite the poem, 'The Spice of Life' and identify determiners. Appreciate the uses of determiners. |
In pairs, learners are guided to define determiners
In pairs, learners are guided to identify the uses of determiners. In pairs, learners are guided to recite the poem, 'The Spice of Life' and identify determiners |
What are determiners?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 157
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Music
|
Grammar; Word Classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner's book and identify the articles and possessives. Make flashcards with the possessive they have learnt. Appreciate the importance of possessives. |
In pairs, learners to read the passage in learner's book and identify the articles and possessives.
In groups, learners to make flashcards with the possessive they have learnt. |
What are articles?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 157-159
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Music
|
Grammar; Word Classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Match the articles with the correct nouns. Compose a song on children's rights. Use articles in their day to day conversations. Appreciated the importance of children rights. |
In pairs, learners to match the articles with the correct nouns.
In groups, learners to compose a song on children's rights. In pairs, learners to use articles in their day to day conversations |
What have you learnt about articles?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 159-160
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Music
|
Grammar; Word Classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Match the articles with the correct nouns. Compose a song on children's rights. Use articles in their day to day conversations. Appreciated the importance of children rights. |
In pairs, learners to match the articles with the correct nouns.
In groups, learners to compose a song on children's rights. In pairs, learners to use articles in their day to day conversations |
What have you learnt about articles?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 159-160
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
TRADITIONAL FASHION
|
Listening to Respond: Views/ Opinions
|
By the end of the
lesson, the learner
should be able to:
list ways of expressing views/opinions in different contexts, Identify way of expressing views/opinions from texts, c) Acknowledge the value of one |
The learner is guided to:
search online and offline for the different ways of expressing views/opinions, listen to an oral narrative and identify the different ways used to express opinions/views, |
How are opinions expressed?
Why is it important to express one
|
Digital device,
Recorded narratives pictures Skills in English Grade 7 T.G Pg.164-168 Skills in English Grade 7 PB. Pg. 143-144 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 6 | 4 |
TRADITIONAL FASHION
|
Listening to Respond: Views/ Opinions
|
By the end of the
lesson, the learner
should be able to:
list ways of expressing views/opinions in different contexts, Identify way of expressing views/opinions from texts, c) Acknowledge the value of one |
The learner is guided to:
search online and offline for the different ways of expressing views/opinions, listen to an oral narrative and identify the different ways used to express opinions/views, |
How are opinions expressed?
Why is it important to express one
|
Digital device,
Recorded narratives pictures Skills in English Grade 7 T.G Pg.164-168 Skills in English Grade 7 PB. Pg. 143-144 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 6 | 5 |
TRADITIONAL FASHION
|
Listening to Respond: Views/ Opinions
|
By the end of the
lesson, the learner
should be able to:
list ways of expressing views/opinions in different contexts, use different expressions that indicate own views/opinions in a given text, c) Acknowledge the value of one |
The learner is guided to:
in groups, role play the different characters in the narrative and bring out different ways of expressing opinions/views, explain their feelings towards issues raised in the trickster narrative, write on a chart, the words they have used to describe their feelings. |
How can expressing opinion/views affect relationships?
|
Digital device,
Recorded narratives pictures Skills in English Grade 7 T.G Pg.164-168 Skills in English Grade 7 PB. Pg. 143-144 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 7 | 1 |
Reading
|
Intensive Reading- Comprehension
|
By the end of the
lesson, the learner
should be able to:
identify main ideas in a text, use contextual clues to infer the meaning of words in a text, c) Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
download and share texts with mental images from the texts and draw conclusions, read a passage individually, and identify key words in the passage, infer the meaning of words using contextual clues, |
Why should we recreate characters, places and events in our minds?
How can we tell the meaning of words and phrases in a text?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.169-171 Skills in English Grade 7 PB. Pg. 144-146 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 7 | 2 |
Reading
|
Intensive Reading- Comprehension
|
By the end of the
lesson, the learner
should be able to:
identify main ideas in a text, use contextual clues to infer the meaning of words in a text, c) Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
download and share texts with mental images from the texts and draw conclusions, read a passage individually, and identify key words in the passage, infer the meaning of words using contextual clues, |
Why should we recreate characters, places and events in our minds?
How can we tell the meaning of words and phrases in a text?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.169-171 Skills in English Grade 7 PB. Pg. 144-146 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 7 | 3 |
Reading
|
Intensive Reading- Comprehension
|
By the end of the
lesson, the learner
should be able to:
describe characters, ideas or events in a text, summarize information from a short text, c) Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
in groups, role play the characters and events in the text, use contextual clues to decipher the meaning of words, answer questions based on the passage give an appropriate title to a story or passage. |
Why should we recreate characters, places and events in our minds?
How can we tell the meaning of words and phrases in a text?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.169-171 Skills in English Grade 7 PB. Pg. 144-146 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 7 | 4 |
Reading
|
Intensive Reading- Comprehension
|
By the end of the
lesson, the learner
should be able to:
describe characters, ideas or events in a text, summarize information from a short text, c) Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
in groups, role play the characters and events in the text, use contextual clues to decipher the meaning of words, answer questions based on the passage give an appropriate title to a story or passage. |
Why should we recreate characters, places and events in our minds?
How can we tell the meaning of words and phrases in a text?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.169-171 Skills in English Grade 7 PB. Pg. 144-146 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 7 | 5 |
Grammar in use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
identify phrasal verbs formed from put, come and give in a given text, define the term phrasal verb, c) Acknowledge the role of phrasal verbs in communication. |
The learner is guided to:
read a text and identify the phrasal verbs formed from put, come and give present, in groups, search online and use charts for meanings of the phrasal verbs they have identified, |
How are phrasal verbs formed?
What meanings are expressed through phrasal verbs?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.171-173 Skills in English Grade 7 PB. Pg. 146-148 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 8 | 1 |
Grammar in use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
identify phrasal verbs formed from put, come and give in a given text, use given phrasal verbs correctly in sentence construction, c) Acknowledge the role of phrasal verbs in communication. |
The learner is guided to:
fill in blanks in a text using the most appropriate phrasal verb, search on the internet for more examples of phrasal verbs, |
Why should we use Phrasal Verbs correctly?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.171-173 Skills in English Grade 7 PB. Pg. 146-148 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 8 | 2 |
Grammar in use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
identify phrasal verbs formed from put, come and give in a given text, use given phrasal verbs correctly in sentence construction, c) Acknowledge the role of phrasal verbs in communication. |
The learner is guided to:
fill in blanks in a text using the most appropriate phrasal verb, search on the internet for more examples of phrasal verbs, |
Why should we use Phrasal Verbs correctly?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.171-173 Skills in English Grade 7 PB. Pg. 146-148 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 8 | 3 |
LAND TRAVEL
|
Listening Comprehension: Extensive Listening
|
By the end of the
lesson, the learner
should be able to:
identify the key issues raised in songs addressing land travel, listen attentively to songs on land travel, C) Acknowledge the importance of extensive listening in communication. |
The learner is guided to:
listen to songs on local and international land travel from audio recordings, respond to comprehension questions on key issues raised in the song, pick out key issues raised from a song sung by the teacher or resource person on land travel, |
How can we tell the main message in a song?
|
Digital device,
Wall charts Play songs Skills in English Grade 7 T.G Pg.178-182 Skills in English Grade 7 PB. Pg. 153-154 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 8 | 4 |
LAND TRAVEL
|
Listening Comprehension: Extensive Listening
|
By the end of the
lesson, the learner
should be able to:
identify the key issues raised in songs addressing land travel, listen attentively to songs on land travel, C) Acknowledge the importance of extensive listening in communication. |
The learner is guided to:
listen to songs on local and international land travel from audio recordings, respond to comprehension questions on key issues raised in the song, pick out key issues raised from a song sung by the teacher or resource person on land travel, |
How can we tell the main message in a song?
|
Digital device,
Wall charts Play songs Skills in English Grade 7 T.G Pg.178-182 Skills in English Grade 7 PB. Pg. 153-154 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 8 | 5 |
LAND TRAVEL
|
Listening Comprehension: Extensive Listening
|
By the end of the
lesson, the learner
should be able to:
listen attentively to songs on land travel, use vocabulary identified from songs on land travel correctly, c) Acknowledge the importance of extensive listening in communication. |
The learner is guided to:
share ideas on the key issues addressed in the songs they have listened to using wall charts, identify vocabulary used in songs on land travel and infer their meaning from context, construct sentences orally using the vocabulary learnt, sing choral songs on land travel. |
How can we draw meanings from the words used in a song?
How are songs made interesting?
|
Digital device,
Wall charts Play songs Skills in English Grade 7 T.G Pg.178-182 Skills in English Grade 7 PB. Pg. 153-154 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 9 | 1 |
Reading
|
Intensive Reading:
Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
identify key ideas from a passage, summarize key ideas from a passage, c) Acknowledge the importance of comprehension strategies in effective reading. |
The learner is guided to:
read selected grade appropriate passages on issues related to land travel such as safety and security from print and on-line sources, discuss opinions formed about the characters or ideas presented in the passage, |
How do you get the meaning of a words from a passage?
|
Digital device,
Drawing papers Skills in English Grade 7 T.G Pg.183-184 Skills in English Grade 7 PB. Pg. 154-157 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 9-10 |
27th May 2026 ; Eid al-adha , 1st June - Madaraka day,Midterm; from 24th to 29th June , First examination ; 28th May and 29th May, 27th - 31st July ; Second examinations, 31st July - August holidays. |
||||||||
| 10 | 3 |
Reading
|
Intensive Reading:
Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
create mental images from the events in a passage, deduce the meaning of words from context, respond to factual and inferential questions, correctly from the passage d) Acknowledge the importance of comprehension strategies in effective reading. |
The learner is guided to:
infer the meaning of words based on how they have been used in the passage complete oral and written exercises using the vocabulary learnt, answer factual and inferential questions from the passages, both orally and in writing, Summarize key ideas presented in the passages by paraphrasing, |
What is the importance of reading a passage?
What makes people write passages?
|
Digital device,
Drawing papers Skills in English Grade 7 T.G Pg.183-184 Skills in English Grade 7 PB. Pg. 154-157 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 10 | 4 |
Reading
|
Intensive Reading:
Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
create mental images from the events in a passage, deduce the meaning of words from context, respond to factual and inferential questions, correctly from the passage d) Acknowledge the importance of comprehension strategies in effective reading. |
The learner is guided to:
infer the meaning of words based on how they have been used in the passage complete oral and written exercises using the vocabulary learnt, answer factual and inferential questions from the passages, both orally and in writing, Summarize key ideas presented in the passages by paraphrasing, |
What is the importance of reading a passage?
What makes people write passages?
|
Digital device,
Drawing papers Skills in English Grade 7 T.G Pg.183-184 Skills in English Grade 7 PB. Pg. 154-157 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 10 | 5 |
Reading
|
Intensive Reading:
Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
create mental images from the events in a passage, deduce the meaning of words from context, respond to factual and inferential questions, correctly from the passage d) Acknowledge the importance of comprehension strategies in effective reading. |
The learner is guided to:
infer the meaning of words based on how they have been used in the passage complete oral and written exercises using the vocabulary learnt, answer factual and inferential questions from the passages, both orally and in writing, Summarize key ideas presented in the passages by paraphrasing, |
What is the importance of reading a passage?
What makes people write passages?
|
Digital device,
Drawing papers Skills in English Grade 7 T.G Pg.183-184 Skills in English Grade 7 PB. Pg. 154-157 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 1 |
Grammar in use
|
Sentences: Simple Sentences
|
By the end of the
lesson, the learner
should be able to:
Identify simple sentences from varied texts, differentiate between print and non-print texts, c) Advocate the importance of using a variety of sentences in communication. |
The learner is guided to:
listen keenly to a poem or a story on land travel and write down all the simple sentences that feature in the texts, read a print or non-print text on land travel in groups and identify the simple sentences, |
What is the role of sentences in a text?
What constitutes a simple sentence?
|
Digital device,
recordings Skills in English Grade 7 T.G Pg.185-186 Skills in English Grade 7 PB. Pg. 157-160 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 2 |
Grammar in use
|
Sentences: Simple Sentences
|
By the end of the
lesson, the learner
should be able to:
Identify simple sentences from varied texts, construct simple sentences on a variety of issues, c) Advocate the importance of using a variety of sentences in communication. |
The learner is guided to:
tell a chain story featuring simple sentences in groups, complete a substitution table featuring simple sentences, complete a mind map to practice construction of simple sentences, write a short dialogue using simple sentences and share it with peers on- line and off-line. |
How do you determine what to include in a sentence?
|
Digital device,
recordings Skills in English Grade 7 T.G Pg.185-186 Skills in English Grade 7 PB. Pg. 157-160 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 3 |
Grammar in use
|
Sentences: Simple Sentences
|
By the end of the
lesson, the learner
should be able to:
Identify simple sentences from varied texts, construct simple sentences on a variety of issues, c) Advocate the importance of using a variety of sentences in communication. |
The learner is guided to:
tell a chain story featuring simple sentences in groups, complete a substitution table featuring simple sentences, complete a mind map to practice construction of simple sentences, write a short dialogue using simple sentences and share it with peers on- line and off-line. |
How do you determine what to include in a sentence?
|
Digital device,
recordings Skills in English Grade 7 T.G Pg.185-186 Skills in English Grade 7 PB. Pg. 157-160 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 4 |
SPORTS AND OUTDOOR GAMES
|
Pronunciation: Consonant Sounds and Intonation
|
By the end of the
lesson, the learner
should be able to:
identify words with the sounds /v/, /f/, /n/ and /?/ from a text, pronounce words with the sounds /v/, /f/, /n/ and /?/ in sentences, c) Appreciate the importance of correct pronunciation and intonation in a conversation. |
The learner is guided to:
search from print and non-print sources for tongue twisters with some of the target sounds and say them for enjoyment, watch a video or listen to a recording or conversation on outdoor games and group the words in a table according to the to the following target sounds: v/ as in very; /f/ as in ferry /n/ as in been an /?/ as in being, |
Why should people pronounce words correctly?
How can one learn to pronounce words correctly?
|
Digital device,
Recording device Play conversations Skills in English Grade 7 T.G Pg.193-197 Skills in English Grade 7 PB. Pg. 165-167 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 5 |
SPORTS AND OUTDOOR GAMES
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Pronunciation: Consonant Sounds and Intonation
|
By the end of the
lesson, the learner
should be able to:
identify words with the sounds /v/, /f/, /n/ and /?/ from a text, pronounce words with the sounds /v/, /f/, /n/ and /?/ in sentences, c) Appreciate the importance of correct pronunciation and intonation in a conversation. |
The learner is guided to:
search from print and non-print sources for tongue twisters with some of the target sounds and say them for enjoyment, watch a video or listen to a recording or conversation on outdoor games and group the words in a table according to the to the following target sounds: v/ as in very; /f/ as in ferry /n/ as in been an /?/ as in being, |
Why should people pronounce words correctly?
How can one learn to pronounce words correctly?
|
Digital device,
Recording device Play conversations Skills in English Grade 7 T.G Pg.193-197 Skills in English Grade 7 PB. Pg. 165-167 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 12 | 1 |
SPORTS AND OUTDOOR GAMES
|
Pronunciation: Consonant Sounds and Intonation
|
By the end of the
lesson, the learner
should be able to:
pronounce words with the sounds /v/, /f/, /n/ and /?/ in sentences, use correct intonation for yes/no and wh- questions in varied contexts, c) Appreciate the importance of correct pronunciation and intonation in a conversation. |
The learner is guided to:
listen to and model native speaker clips with the target sounds in words, practice, in groups, the pronunciation of words with the target and record themselves, share the clips for peer review, listen to an audio or a dramatized conversation on outdoor games in which Yes/No and WH- questions are used and point out whether a rising or falling intonation is used, |
What kind of questions require Yes or No as an answer?
|
Digital device,
Recording device Play conversations Skills in English Grade 7 T.G Pg.193-197 Skills in English Grade 7 PB. Pg. 165-167 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 12 | 2 |
SPORTS AND OUTDOOR GAMES
|
Pronunciation: Consonant Sounds and Intonation
|
By the end of the
lesson, the learner
should be able to:
pronounce words with the sounds /v/, /f/, /n/ and /?/ in sentences, use correct intonation for yes/no and wh- questions in varied contexts, c) Appreciate the importance of correct pronunciation and intonation in a conversation. |
The learner is guided to:
listen to and model native speaker clips with the target sounds in words, practice, in groups, the pronunciation of words with the target and record themselves, share the clips for peer review, listen to an audio or a dramatized conversation on outdoor games in which Yes/No and WH- questions are used and point out whether a rising or falling intonation is used, |
What kind of questions require Yes or No as an answer?
|
Digital device,
Recording device Play conversations Skills in English Grade 7 T.G Pg.193-197 Skills in English Grade 7 PB. Pg. 165-167 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 12 | 3 |
Reading
|
Study Skills:
Summarizing
|
By the end of the
lesson, the learner
should be able to:
identify the main ideas in texts, write a summary of ideas from varied texts, c) Appreciate the importance of summarizing information in a given context. |
The learner is guided to:
brainstorm on the steps to follow when writing a summary of a text, in pairs, read a print or non-print text on varied issues including outdoor games and underline the main ideas, make notes from the underlined sentences and use them to make a rough draft, |
How do we identify main ideas from a text?
Why is it important to summarize information?
|
Digital device,
Variety books newspapers Skills in English Grade 7 T.G Pg.198-199 Skills in English Grade 7 PB. Pg. 167-170 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 12 | 4 |
Reading
|
Study Skills:
Summarizing
|
By the end of the
lesson, the learner
should be able to:
identify the main ideas in texts, write a summary of ideas from varied texts, c) Appreciate the importance of summarizing information in a given context. |
The learner is guided to:
use the rough draft to make a fair copy, share the summaries through charts for peer review, check and make corrections on the written summarized pieces in groups, discuss in pairs the purpose of making summaries. |
What factors should one consider when summarizing an event?
In which activities or jobs can summarizing be useful?
|
Digital device,
Variety books newspapers Skills in English Grade 7 T.G Pg.198-199 Skills in English Grade 7 PB. Pg. 167-170 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 12 | 5 |
Reading
|
Study Skills:
Summarizing
|
By the end of the
lesson, the learner
should be able to:
identify the main ideas in texts, write a summary of ideas from varied texts, c) Appreciate the importance of summarizing information in a given context. |
The learner is guided to:
use the rough draft to make a fair copy, share the summaries through charts for peer review, check and make corrections on the written summarized pieces in groups, discuss in pairs the purpose of making summaries. |
What factors should one consider when summarizing an event?
In which activities or jobs can summarizing be useful?
|
Digital device,
Variety books newspapers Skills in English Grade 7 T.G Pg.198-199 Skills in English Grade 7 PB. Pg. 167-170 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 1 |
Grammar in use
|
Sentences:
Subject-Verb Agreement
|
By the end of the
lesson, the learner
should be able to:
identify the subject and the verb in sentences, construct sentences ensuring subject-verb agreement, c) Affirm the importance of subject-verb agreement in sentences. |
The learner is guided to:
read texts on varied topics such as outdoor games and identify the, subject and verbs in the sentences brainstorm and make short notes on the relationship between a subject and a verb in a sentence in terms of number and person |
What is a subject in a sentence?
Which rule should we follow when constructing a sentence?
|
Digital device,
Charts on verb agreement Skills in English Grade 7 T.G Pg.200-201 Skills in English Grade 7 PB. Pg. 170-172 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 2 |
Grammar in use
|
Sentences:
Subject-Verb Agreement
|
By the end of the
lesson, the learner
should be able to:
identify the subject and the verb in sentences, construct sentences ensuring subject-verb agreement, c) Affirm the importance of subject-verb agreement in sentences. |
The learner is guided to:
read texts on varied topics such as outdoor games and identify the, subject and verbs in the sentences brainstorm and make short notes on the relationship between a subject and a verb in a sentence in terms of number and person |
What is a subject in a sentence?
Which rule should we follow when constructing a sentence?
|
Digital device,
Charts on verb agreement Skills in English Grade 7 T.G Pg.200-201 Skills in English Grade 7 PB. Pg. 170-172 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 3 |
Grammar in use
|
Sentences:
Subject-Verb Agreement
|
By the end of the
lesson, the learner
should be able to:
identify the subject and the verb in sentences, construct sentences ensuring subject-verb agreement, c) Affirm the importance of subject-verb agreement in sentences. |
The learner is guided to:
read sentences and label subject-verb agreement in them, make sentences based on outdoor sports in which the rule of subject verb agreement has been applied, share the sentences in charts for peer review. |
What is the difference between the first, second and the third persons?
|
Digital device,
Charts on verb agreement Skills in English Grade 7 T.G Pg.200-201 Skills in English Grade 7 PB. Pg. 170-172 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 4 |
TOURISTS ATTRACTION SITES
|
Listening and speaking- Oral
Reports: Events within the Classroom
|
By the end of the
lesson, the learner
should be able to:
outline the organization of an oral report of events within the classroom, present an oral report on events that occur within the classroom, c) Enjoy delivering and listening to oral reports in various contexts. |
The learner is guided to:
brainstorm in groups on the content and organization of an oral report e.g. introduction, body and conclusion, search in pairs online and offline the steps for conducting an oral report e.g. research, compile (write), rehearse and report (present/deliver), |
Which activities can you report about that happen in the classroom?
What makes a good oral report?
|
Digital device,
Dictionaries Flash cards Manila paper Skills in English Grade 7 T.G Pg.207-209 Skills in English Grade 7 PB. Pg. 179-181 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 5 |
TOURISTS ATTRACTION SITES
|
Listening and speaking- Oral
Reports: Events within the Classroom
|
By the end of the
lesson, the learner
should be able to:
outline the organization of an oral report of events within the classroom, present an oral report on events that occur within the classroom, c) Enjoy delivering and listening to oral reports in various contexts. |
The learner is guided to:
brainstorm in groups on the content and organization of an oral report e.g. introduction, body and conclusion, search in pairs online and offline the steps for conducting an oral report e.g. research, compile (write), rehearse and report (present/deliver), |
Which activities can you report about that happen in the classroom?
What makes a good oral report?
|
Digital device,
Dictionaries Flash cards Manila paper Skills in English Grade 7 T.G Pg.207-209 Skills in English Grade 7 PB. Pg. 179-181 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 14 | 1 |
TOURISTS ATTRACTION SITES
|
Listening and speaking- Oral
Reports: Events within the Classroom
|
By the end of the
lesson, the learner
should be able to:
outline the organization of an oral report of events within the classroom, present an oral report on events that occur within the classroom, c) Enjoy delivering and listening to oral reports in various contexts. |
The learner is guided to:
role play methods of delivering oral reports such as clear pronunciation, voice projection, tonal variation, use of non-verbal cues and use of visuals, use flash cards to prepare speaking notes for the reports, simulate in groups an oral report preparation and delivery procedure and video or audio record themselves, |
How can you make an oral report presentation interesting?
|
Digital device,
Dictionaries Flash cards Manila paper Skills in English Grade 7 T.G Pg.207-209 Skills in English Grade 7 PB. Pg. 179-181 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 14 | 2 |
TOURISTS ATTRACTION SITES
|
Listening and speaking- Oral
Reports: Events within the Classroom
|
By the end of the
lesson, the learner
should be able to:
outline the organization of an oral report of events within the classroom, present an oral report on events that occur within the classroom, c) Enjoy delivering and listening to oral reports in various contexts. |
The learner is guided to:
role play methods of delivering oral reports such as clear pronunciation, voice projection, tonal variation, use of non-verbal cues and use of visuals, use flash cards to prepare speaking notes for the reports, simulate in groups an oral report preparation and delivery procedure and video or audio record themselves, |
How can you make an oral report presentation interesting?
|
Digital device,
Dictionaries Flash cards Manila paper Skills in English Grade 7 T.G Pg.207-209 Skills in English Grade 7 PB. Pg. 179-181 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 14 | 3 |
grammar in use
|
Affirmative and
Negative Sentences
|
By the end of the
lesson, the learner
should be able to:
differentiate between affirmative and negative sentences in spoken and written contexts, construct affirmative and negative sentences in varied contexts, c) Acknowledge the expressive role of sentences in effective communication. |
The learner is guided to:
search online and offline for the differences between affirmative and negative sentences and share them with peers, role play a dialogue with affirmative and negative sentences and record themselves, watch/listen to a conversation on issues like tourist sites in Kenya and pick out in groups the affirmative and negative sentences, |
When do we use affirmative statements?
When do we use negative statements?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.213-215 Skills in English Grade 7 PB. Pg. 184-186 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 14 | 4 |
grammar in use
|
Affirmative and
Negative Sentences
|
By the end of the
lesson, the learner
should be able to:
differentiate between affirmative and negative sentences in spoken and written contexts, construct affirmative and negative sentences in varied contexts, c) Acknowledge the expressive role of sentences in effective communication. |
The learner is guided to:
sort jumbled up sentences into affirmative and negative sentences construct affirmative and negative sentences, share sentences made in the form of charts for peer review, write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences. |
Why is it important to use the right sentence when saying something?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.213-215 Skills in English Grade 7 PB. Pg. 184-186 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 14 | 5 |
grammar in use
|
Affirmative and
Negative Sentences
|
By the end of the
lesson, the learner
should be able to:
differentiate between affirmative and negative sentences in spoken and written contexts, construct affirmative and negative sentences in varied contexts, c) Acknowledge the expressive role of sentences in effective communication. |
The learner is guided to:
sort jumbled up sentences into affirmative and negative sentences construct affirmative and negative sentences, share sentences made in the form of charts for peer review, write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences. |
Why is it important to use the right sentence when saying something?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.213-215 Skills in English Grade 7 PB. Pg. 184-186 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
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